Researchers at the University of Virginia designed the Tools for Equitable Reading Instruction to capture a range of evidence-based teaching practices known to support student development in literacy.
Observers look for evidence of research-based instruction practices that support readers. Each TERI rubric is scored on a one (low) to seven (high) scale based on several indicators of instructional quality. Our research has shown that when raters engage in our training and certification process, the TERIs can be used reliably among large teams of observers. We also have evidence that scores on the TERIs predict student achievement growth and positive student perceptions of the classroom environment.
Foundational Skills
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Text-Based Comprehension
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Reading Instruction Construct Map:
The Foundation for Developing the TERIs
The TERIs are grounded in research on the teaching practices that support students in fluent reading, comprehension, and cultivation of their literary identity, self-efficacy, and joy for reading.
Our construct map delineates our broad theory of literacy development and the contextual factors that support it. It also defines key terms featured in the TERIs, as well as the research evidence we drew on in developing the tools.
Our construct map delineates our broad theory of literacy development and the contextual factors that support it. It also defines key terms featured in the TERIs, as well as the research evidence we drew on in developing the tools.
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Our work has been made possible through the generous support of the Charles and Lynn Schusterman Family Philanthropies |
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